Date of Award
1-1-2025
Document Type
Thesis
Degree Name
M.A. in Modern Languages
First Advisor
Michael C. Raines
Second Advisor
Felice A. Coles
Third Advisor
Jimin Kahng
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
In recent years, proficiency in one or more languages has become essential. In particular, the English language has been recognized as a pivotal skill for personal and professional progress, including female Arab students, currently staying in the United States, where competence in spoken English is seen as a tool for better opportunities and as an essential instrument for integration and social interaction. Female Arab students face challenges in enhancing their speaking skills and maintaining motivation, which is critical in language learning, where confidence and practice are crucial. Understanding language learning strategies that impact speaking skills can deliver worthy insights for advancing more effective language learning programs. Despite the existence of studies highlighting language learning strategies, there is still a lack of research exploring the use of language learning strategies in speaking skills. My current research aims to identify language learning strategies used by female Arab students in in-person classes. By deeply exploring these strategies, my study intends to identify the factors that motivate the development of their speaking skills. By using a qualitative study, particularly a descriptive case study, my research delves into the personal perspectives, experiences, and perceptions of female Arab students, understanding the in-person learning settings that influence their motivation and language acquisition. The qualitative analysis reveals that female Arab students use a wide range of language learning strategies, with cognitive and social strategies being the most frequently used. Memory and compensation strategies are slightly used, while metacognitive frequently used and affective strategies are less used. Based on my data these findings highlight the important of practice, communication, and self-assessment in language learning. In sum, the findings reveal that a supportive classroom, positive feedback from professors and classmate's encouragement are crucial for motivating female Arab students to engage in speaking activities in the classrooms. These facets enable the female Arab students to build confidence, relieve anxiety, and create a sense of belonging, which in turn promoted active participation and motivations.
Recommended Citation
Mahmood, Yasmin Shakir, "The Role of Language Learning Strategies in Motivating Female Arab Students in The United States to Improve Their English-Speaking Skills: A Descriptive Case Study" (2025). Electronic Theses and Dissertations. 3326.
https://egrove.olemiss.edu/etd/3326